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Social Studies Pacing Guide Grade 6 Studies Pacing Guide Grade 6 Q1 W1 Q1 W2 Q1 W3 Q1 W4 Q1 W5 Q1 W6...

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Social Studies Pacing Guide Grade 6 Q1 W1 Q1 W2 Q1 W3 Q1 W4 Q1 W5 Q1 W6 Q1 W7 Q1 W8 Q1 W9 Q2 W1 Q2 W2 Q2 W3 Q2 W4 Q2 W5 Q2 W6 Q2 W7 **** **** Q2 W8 Q2 W9 Q3 W1 Q3 W2 Q3 W3 Q3 W4 Q3 W5 Q3 W6 Q3 W7 Q3 W8 Q3 W9 Q4 W1 Q4 W2 Q4 W3 Q4 W4 Q4 W5 Q4 W6 Q4 W7 Q4 W8 Q4 W9 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 Topic Aug Sep Sep Sep Sep Oct Oct Oct Oct Nov Nov Nov Nov Dec Dec Dec Dec Jan Jan Jan Jan Feb Feb Feb Feb Mar Mar Mar Mar Apr Apr Apr Apr May May May May Jun ISN set up Multiple Intelligences Geography Challenge 1 x W W Chapter 1 - Investigating the Past x I I Chapter 3 - From Hunters and Gathers to Farmers x x N N Chapter 4 - The Rise of Sumer City-States x T T Chapter 5 - Was Ancient Sumer a Civilization? x x E E Chapter 6 - Exploring the Four Empires of Mesopatamia x x R R Constitution Day (Sept. 17, 1787) History of the United States x B B Timeline Challenge 1 x R R Geography Challenge 2 x E E Chapter 8 - Ancient Egyptian Pharaohs x A A American Indian Day (fourth Friday in Sept.) x K K Chapter 9 - Daily Life in Ancient Egypt x W W Chapter 10 - Kingdom of Kush x I I Leif Erickson Day (Oct. 9th) x N N Chapter 11 & 12 together - Hebrews/Origins/ Preservation x x T T TImeline Challenge 2 x E E Geography Challenge 3 x R R Chapter 14 - Unlocking the Secrets of Mohanjodaro x x B B 1
Transcript

Social Studies Pacing Guide Grade 6

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38

Topic Aug Sep Sep Sep Sep Oct Oct Oct Oct Nov Nov Nov Nov Dec Dec Dec Dec Jan Jan Jan Jan Feb Feb Feb Feb Mar Mar Mar Mar Apr Apr Apr Apr May May May May Jun

ISN set up

Multiple Intelligences

Geography Challenge 1 x W W

Chapter 1 - Investigating the

Past x I I

Chapter 3 - From Hunters

and Gathers to Farmers x x N N

Chapter 4 - The Rise of

Sumer City-States x T TChapter 5 - Was Ancient

Sumer a Civilization? x x E E

Chapter 6 - Exploring the

Four Empires of

Mesopatamia x x R R

Constitution Day

(Sept. 17, 1787)

History of the United States x B B

Timeline Challenge 1 x R R

Geography Challenge 2 x E E

Chapter 8 - Ancient Egyptian

Pharaohs x A A

American Indian Day (fourth

Friday in Sept.) x K KChapter 9 - Daily Life in

Ancient Egypt x W W

Chapter 10 - Kingdom of

Kush x I I

Leif Erickson Day

(Oct. 9th) x N NChapter 11 & 12 together -

Hebrews/Origins/

Preservation x x T T

TImeline Challenge 2 x E E

Geography Challenge 3 x R R

Chapter 14 - Unlocking the

Secrets of Mohanjodaro x x B B

1

Social Studies Pacing Guide Grade 6

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38

Topic Aug Sep Sep Sep Sep Oct Oct Oct Oct Nov Nov Nov Nov Dec Dec Dec Dec Jan Jan Jan Jan Feb Feb Feb Feb Mar Mar Mar Mar Apr Apr Apr Apr May May May May Jun

Chapter 15 - Learning about

Hindu Beliefs x R R

Chapter 16-The Story of

Buddhism x E EChapter 17-Buddhism and

the First Unification of India

x x A AChapter 18- The

Achievements of the Gupta

Empire x x K K

Timeline Challenge 3 x W WChapter 19-Geography and

the Early Settlement of

China x x I IChapter 21-Three Chinese

Philosphies x N N

Chapter 22-The First

Emperor of China x T T

Chapter 23-The Han Dynasty x x E E

Chapter 24-The Silk Road x R R x

Timeline Challenge 4 B B x

Geography Challenge 5 R R x

Chapter 26-The Rise of

Demoncracy E E x

Chapter 27-Life in Two City-

States Athens and Sparta A A x x

Chapter 28-Fighting the

Persian Wars K K x

Chapter 29-The Golden Age

of Athens W W x x

Chapter 30-Alexander the

Great and His Empire I I x

Chapter 31-The Legacy of

Ancient Greece N N x x

2

Social Studies Pacing Guide Grade 6

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38

Topic Aug Sep Sep Sep Sep Oct Oct Oct Oct Nov Nov Nov Nov Dec Dec Dec Dec Jan Jan Jan Jan Feb Feb Feb Feb Mar Mar Mar Mar Apr Apr Apr Apr May May May May Jun

Timeline Challenge 5 T T x

Geography Challenge 6 E E xChapter 32-Geography and

the Early Development of

Rome R R xChapter 33-The Rise of the

Roman Empire B B x

Chapter 34-From Republic to

Empire R R x

Chapter 35-Daily Life in the

Roman Empire E E x x

African American History A A x

Chapter 36-The Origins and

Spread of Christianity K K xChapter 37-The Legacy of

Rome in the Modern World W W x x

Timeline Challenge 6 I I x

Women History N N x

Europes Transition to the

Modern World T T x x x

Irish Famine E E x

Modern Middle East R R x xThe Rise and Fall of Soviet

Union B B x x x

Holocaust and Genocide R R x

Modern Latin America E E x x x

Arbor and Bird Day A A x

Illinois Law Week K K x

Civics and Patriotism (end of

May with Memorial Day) ***** ***** x x

3

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE

The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:

ILS Lesson Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested Summative

AssessmentsSuggested

AccommodationsResources/Activities

16A

17A

Geography

Challenge 1

Chapter 1-

Investigating the

Past

M/I 16A *Illustration of the history of a region

through maps, graphs, charts, and timelines

*Times when significant events from political,

economic, environmental, and social histories

intersected.

M 17A *Varieties of maps showing physical

features and major cities including

latitude/longitude along with directionality on

maps and globes

8 days In which time period were the cave

paintings created? What horizontal

line divides the northern and

southern hemispheres?

archeologists,

artifact,

prehistoric, ritual

Geography Challenge 1

ISN - Cave

Exploration/Reading

Notes

Chapter 1

Assessment

LG p. 334-335 ISN set-up

LG p. 4-9

15B

15D

16A

18C

Chapter 3-From

Hunters and

Gatherers to

Farmers

R 15B *Market economy/law of demand

R 15D *Division of labor, imports, exports, and

trade *Consumers and producers

M/I 16A *Illustration of the history of a region

through maps, graphs, charts, and timelines

*Times when significant events from political,

economic, environmental, and social histories

intersected.

I 18C *Differences among subsistence,

preindustrial, industrial, and postindustrial

societies *Changes in social roles resulting from

the transition from a hunter-gatherer society to

a settled society

3 days How did the domestication of plants

and animals create a stable food

supply and lead to changes in shelter,

communities, jobs, and trade? What

were some of the earliest traded

products?

What were the key capabilities

attained by each hominid group?

Paleolithic Age,

Neolithic Age,

Stone Age,

agriculture,

domesticate,

trade, ore

Reading Notes Comic Book

Neolithic Nel &

Nick

LG p. 338-339 LG pp. 36-53

Goal 14 - Understand political systems, with an emphasis on the United States.

Goal 15 - Understand economic systems, with an emphasis on the United States.

Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.

Goal 18 - Understand social systems, with an emphasis on the United States.

UNIT 1 - EARLY HUMANS AND THE RISE OF CIVILIZATION

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Copying this document is prohibited without written permission from Cicero School District 99. 1

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE

The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:

ILS Lesson Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested Summative

AssessmentsSuggested

AccommodationsResources/Activities

Goal 14 - Understand political systems, with an emphasis on the United States.

Goal 15 - Understand economic systems, with an emphasis on the United States.

Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.

Goal 18 - Understand social systems, with an emphasis on the United States.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

17C Chapter 4-The

Rise of the

Sumerian City-

States

I 17C *Effects of technological changes on

transportation, communications, and resources

*Solution of environmental problems through

changes in human behavior

3 days How did the people of the Sumerian

city-states change their lifestyle in

order to survive in their

environment?

Mesopotamia,

Sumerians, city-

states, irrigation

systems, levee,

stele

Response Group Processing Ch 4

Chapter test

LG p. 340-341 LG p. 54-63

14C

16A

Chapter 5-Was

Ancient Sumer a

Civilization?

R 14C *Civic responsibilities and political rights

M/I 16A *Illustration of the history of a region

through maps, graphs, charts, and timelines

*Times when significant events from political,

economic, environmental, and social histories

intersected.

3 days How did scribes and soldiers help the

society? What was the social

structure of Ancient Sumer?

civilization, social

structure,

technology,

status, chariot,

scribe, ziggurat,

cuneiform,

pictograph

Reading Notes Processing 5 or Ch

test "The Epic of

Gilgamesh" on

Edhelper.com

LG p. 342-343 LG p.64-77

14A

14C

Chapter 6-

Exploring Four

Empires of

Mesopotamia

Timeline

Challenge 1

M 14A *Written rules, laws, codes,

constitution for governments

RV 14C *Civic responsibilities and political

rights

5 days What was the historical significance

of Hammurabi's codes? What were

some of the civic duties & political

rights under Hammurabi's code?

empire, capital,

tribute, siege,

aqueduct,

economy,

astronomy

Numbered Heads

Together - write one fact

about Mesopotamian

leaders.

Timeline LG p. 92&

93 Q #10 Ch. 6

assessment

LG p. 344-345 LG pp. 78-91

LG p.92-93

Career Connections: secretary, archaeologist, meteorologist, farmer

Copying this document is prohibited without written permission from Cicero School District 99. 2

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE

The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:

ILS Lesson Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested Summative

AssessmentsSuggested

AccommodationsResources/Activities

Goal 14 - Understand political systems, with an emphasis on the United States.

Goal 15 - Understand economic systems, with an emphasis on the United States.

Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.

Goal 18 - Understand social systems, with an emphasis on the United States.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

17D Geography

Challenge 2

I 17D *Influence of historical events and

physical features on migration1 day What were the 3

physical/environmental factors that

influenced settlement?

Hebrew, Kush,

geography,

topography,

vegetations,

papyrus, delta

Geography Challenge 2

Physical map

LG p. 346-347 LG p.96-99

14B

15A

16B

Chapter 8-The

Ancient Egyptian

Pharaohs

I 14B *Roles and responsibilities of top officials

I 15A *Increase of productivity through

education, technology, and training *How

consumer demand determines production in a

market economy

I 16B *Political figures and significant

events/ideas that may have led to the

development of the representative democracy

*Compare/contrast different political systems

3 days What were the roles and

accomplishments of the four

pharaohs?

pharaohs Reading notes Chapter 8 test

and/or just

question #9

LG p. 348-349 LG pp. 112-130

14D

16D

Chapter 9-Daily

Life in Ancient

Egypt

I 14D *Analysis of the actions that

governments take to improve the lives of

people

I 16D *Issues of social status and social role in

past and present

*Turning points in world social history (e.g.,

religious movements, demographic disasters,

migration etc) *Daily life of men, women, and

children

3 days How did government effect the daily

life in Ancient Egypt?

What role did each social class play in

the society?

social pyramid,

social classes,

artisans, peasant,

scribe, vizier,

alliance, embalm,

sarcophagus,

hieroglyph,

census, famine

Reading notes Extended

Response Q:

What was life like

as a middle-class

citizen in Egypt

and how does it

compare to your

life today?

LG p. 350-351 LG pp.132 - 151

UNIT 2- ANCIENT EGYPT AND THE NEAR EAST

Copying this document is prohibited without written permission from Cicero School District 99. 3

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE

The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:

ILS Lesson Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested Summative

AssessmentsSuggested

AccommodationsResources/Activities

Goal 14 - Understand political systems, with an emphasis on the United States.

Goal 15 - Understand economic systems, with an emphasis on the United States.

Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.

Goal 18 - Understand social systems, with an emphasis on the United States.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

14E

14F

16A

16E

Chapter 10-The

Kingdom of Kush

I 14E *Indentifying political traditions or

customs that originated in another country

I 14F *Conflicts that occurred when people

fought for rights, freedoms, or equality

M/I 16A *Illustration of the history of a region

through maps, graphs, charts, and timelines

*Times when significant events from political,

economic, environmental, and social histories

intersected.

I 16E *Effect on environment resulting from

different groups fighting over the same land

2 days What aspect of Egyptian culture did

the Kush borrow and what did they

originate for themselves?

What was the relationship between

Egypt and Kush?

archer, dynasty,

kandake, treaty,

Ancient Egypt module

Kush trading game

Chapter 10

assessment Q # 8

LG p. 352-353 LG pp. 152-167

17D

18B

Chapter 11- The

Ancient Hebrews

and the Origins of

Judaism

I 17D *Influence of historical events and

physical features on migration

R 18B *Roles and interactions of individuals,

groups, institutions in society

2 days What was the role of the Torah in

Judaism and in the history of the

Hebrews? What significant effect did

the leaders have on the Hebrews?

Hebrews, Judaism,

Torah, covenant,

descendant,

prophet, exodus,

plague, Ten

Commandments,

Sabbath

Scrolls Question #8 Chap.

11 assessment

LG p. 342-355 LG p. 168-179

Copying this document is prohibited without written permission from Cicero School District 99. 4

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE

The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:

ILS Lesson Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested Summative

AssessmentsSuggested

AccommodationsResources/Activities

Goal 14 - Understand political systems, with an emphasis on the United States.

Goal 15 - Understand economic systems, with an emphasis on the United States.

Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.

Goal 18 - Understand social systems, with an emphasis on the United States.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

16A

17C

17D

Chapter 12-The

Struggle to

Preserve Judaism

Timeline

Challenge 2

M/D 16A *Illustration of the history of a region

through maps, graphs, charts, and timelines

*Times when significant events from political,

economic, environmental, and social histories

intersected.

I 17C *Effects of technological changes on

transportation, communications, and resources

*Solution of environmental problems through

changes in human behavior

I 17D *The influence of historical events and

physical features on migration

5 days What were the central beliefs of

Judaism? What practices and

institutions helped Judaism survive

the Diaspora?

Diaspora,

monotheism,

rabbi, Talmud,

Gentile, execute,

synagogue

Timeline Challenge 2.

Experiential Activity

"Classroom truths" Q.

#10 Assessments

Question #9 LG p. 356-357 LG 180-194

LG p.195-196

Career Connections: minister, rabbi, Egyptologist

Copying this document is prohibited without written permission from Cicero School District 99. 5

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE

The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:

ILS Lesson Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested Summative

AssessmentsSuggested

AccommodationsResources/Activities

Goal 14 - Understand political systems, with an emphasis on the United States.

Goal 15 - Understand economic systems, with an emphasis on the United States.

Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.

Goal 18 - Understand social systems, with an emphasis on the United States.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

16A Geography

Challenge 3

M/ D 16A *Illustration of the history of a

region through maps, graphs, charts, and

timelines *Times when significant events

from political, economic, environmental, and

social histories intersected.

2 days What were key physiographic

features of the Indian sub-continent?

How did the physical setting

contribute to the settlement and rise

of civilizations in India?

subcontinent,

monsoon,

plateau, glacier,

Geography Challenge 3 LG p. 358-359 LG 98-201

16D Chapter 14-

Unlocking the

Secrets of

Mohenjodaro

M, R, RV

16D *Issues of social status and social roles in

past and present

*Turning points in world social history (e.g.,

religious movements, demographic disasters,

migration etc.) *Daily life of men, women, and

children

4 days Based upon an analysis of the

archeological findings, did the people

of Mohenjodora have a high quality

of life? What are some hypotheses

to explain the disappearance of the

civilization?

Mohenjodaro,

Indus-Sarasvati

civilization,

citadel, granary,

seal, sewer system

Reading notes Question #9-11 LG p. 360-361 LG p 222-251

16D

18B

Chapter 15-

Learning About

Hindu Beliefs

I 16D *Issues of social status and social roles

in past and present *Turning points in world

social history (e.g., religious movements,

demographic disasters, migration etc.) *Daily

life of men, women, and children

RV 18B *Roles and interactions of individuals,

groups, institutions in society

3 days What are some ways the 5 basic

Hindu beliefs affect life in India?

How does the caste system dictate

roles of individuals and groups in this

society?

Hinduism,

dharma,

Brahman, deities,

karma, samsara,

Vedas, Sanskrit,

caste,

reincarnation,

pilgrimage

Reading notes. Mandala Questions #1-8 LG p. 362-363 LG p.260-271

UNIT 3 - ANCIENT INDIA

Copying this document is prohibited without written permission from Cicero School District 99. 6

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE

The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:

ILS Lesson Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested Summative

AssessmentsSuggested

AccommodationsResources/Activities

Goal 14 - Understand political systems, with an emphasis on the United States.

Goal 15 - Understand economic systems, with an emphasis on the United States.

Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.

Goal 18 - Understand social systems, with an emphasis on the United States.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

16D

18B

Chapter 16-The

Story of Buddhism

I 16D *Issues of social status and social roles in

past and present

*Turning points in world social history (e.g.,

religious movements, demographic disasters,

migration etc.) *Daily life of men, women, and

children

RV 18B *Roles and interactions of individuals,

groups, institutions in society

3 days What path did Siddhartha follow to

reach enlightenment?

Buddhism,

Buddha, ascetic,

alms, nirvana,

Eightfold Path,

Four Noble Truths

Reading notes or

processing 16

Questions #1-9 LG p. 364-365 LG p. 272-287

14A

14D

16D

Chapter 17-

Buddhism and the

First Unification of

India

M 14A *Written rules, laws, codes,

constitution for governments

I 14D *Analysis of the actions that

governments take to improve the lives of

people

I 16D *Issues of social status and social roles in

past and present

*Turning points in world social history (e.g.,

religious movements, demographic disasters,

migration etc.) *Daily life of men, women, and

children

3 days How did Ashoka use Buddhist values

to improve the lives of his subjects?

What effect did the edicts have on

society?

unify, Mauryan

Empire, edicts,

monk, general

welfare, security,

Create a pillar or

billboard

Read edicts in

reading notes

students

determine which

of 4 goals it falls

under

LG p. 366-367 LG pp.288-309

Copying this document is prohibited without written permission from Cicero School District 99. 7

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE

The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:

ILS Lesson Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested Summative

AssessmentsSuggested

AccommodationsResources/Activities

Goal 14 - Understand political systems, with an emphasis on the United States.

Goal 15 - Understand economic systems, with an emphasis on the United States.

Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.

Goal 18 - Understand social systems, with an emphasis on the United States.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

14B

16A

16D

17A

Chapter 18- The

Achievements of

the Gupta Empire

Timeline

Challenge

I 14B *Roles and responsibilities of top officials

M/D 16A *Illustration of the history of a region

through maps, graphs, charts, and timelines

*Times when significant events from political,

economic, environmental, and social histories

intersected.

D 16D *Issues of social status and social roles

in past and present *Turning points in world

social history (e.g., religious movements,

demographic disasters, migration etc.) *Daily

life of men, women, and children

M 17A *Varieties of maps showing physical

features and major cities including

latitude/longitude along with directionality on

maps and globes

5 days What strategy did the Gupta use to

maintain the empire? What were

seven locations ruled by the Gupta

Empire? Why is the period of Gupta

Empire called India's Golden Age?

Gupta Empire,

golden age,

province,

monastery, mural

Reading notes Palm leaf book

Timeline challenge

LG p. 368-369 LG pp. 310-329

LG p.330-331

Career Connections: archaeologist, religious leader

Copying this document is prohibited without written permission from Cicero School District 99. 8

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE

The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:

ILS Lesson Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested Summative

AssessmentsSuggested

AccommodationsResources/Activities

Goal 14 - Understand political systems, with an emphasis on the United States.

Goal 15 - Understand economic systems, with an emphasis on the United States.

Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.

Goal 18 - Understand social systems, with an emphasis on the United States.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

17A

17B

17C

Chapter 19-

Geography and

the Early

Settlement of

China

M 17A *Varieties of maps showing physical

features and major cities including latitude/

longitude along with directionality on maps

and globes

I 17B *Factors that create differences between

ecosystems

I 17C *Effects of technology changes on

transportation, communications, and resources

*Solution of environmental problems through

changes in human behavior

3 days How did differences in geography

lead to different ways of life?

How did the physical features lead to

the isolation of China?

oasis, silt,

tributary, maize,

mutton, millet

Geography Challenge 4

Activity

Relief map LG p. 764-765 LG p. 378-399

14A

14C

14D

16B

Chapter 21-Three

Chinese

Philosophies

M 14A *Written rules, laws, codes,

constitution for governments

RV 14C *Civic responsibilities and political

rights I 14D *Analysis of the actions that

governments take to improve the lives of

people

I 16B* Political figures and significant

events/ideas that may have led to the

development of the representative democracy

*Compare/contrast different political systems

*Feudalism

3 days What political and cultural issues led

to the founding of the three Chinese

philosophies? How did the principles

of the philosophies affect political

rule in China? What are the

differences among the three Chinese

philosophies?

Zhou dynasty,

Confucianism,

Daoism, Legalism,

feudalism, civil

servant, yin &

yang

Reading notes 21 &

processing. Chinese

philosophy activity

Assessment #1-8 LG p. 768-769 LG p. 420-435

UNIT 4 - ANCIENT CHINA

Copying this document is prohibited without written permission from Cicero School District 99. 9

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE

The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:

ILS Lesson Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested Summative

AssessmentsSuggested

AccommodationsResources/Activities

Goal 14 - Understand political systems, with an emphasis on the United States.

Goal 15 - Understand economic systems, with an emphasis on the United States.

Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.

Goal 18 - Understand social systems, with an emphasis on the United States.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

14B

14F

Chapter 22-The

First Emperor of

China

I 14B*Roles and responsibilities of top officials

I 14F *Conflicts that occurred when people

fought for rights, freedoms, or equality

I 15C Law of supply

3 days What major influences did the

Emperor have on China? Why did

some of the workers rebel against the

emperor? What was the effect of the

conflict between the emperor and

the Chinese scholars? Why were

gold, bronze, and iron, used for a

variety of purposes?

unification,

standardize, exile,

terra-cotta,

immortal

Reading together as a

class

Assessment #7 LG p. 770-771 LG p. 436-451

14B

15C

16D

17C

Chapter 23-The

Han Dynasty

I 14B *Roles and responsibilities of top officials

I 15C *Law of supply

D 16D *Issues of social status and social roles

in past and present *Turning points in world

social history (e.g., religious movements,

demographic disasters, migration etc.) *Daily

life of men, women, and children

I 17C *Effects of technological changes on

transportation, communications, and resources

*Solution of environmental problems through

changes in human behavior

3 days What were the contributions of the

Han Dynasty to the imperial

bureaucratic state? What inventions

contributed to trade?

How did these inventions affect the

daily lives?

industry,

crossbow,

bureaucracy,

calligraphy,

anesthetic,

seismograph,

compass,

lodestone,

Skill builder activity Processing #23 LG p. 772-773 LG pp. 452 - 477

Copying this document is prohibited without written permission from Cicero School District 99. 10

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE

The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:

ILS Lesson Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested Summative

AssessmentsSuggested

AccommodationsResources/Activities

Goal 14 - Understand political systems, with an emphasis on the United States.

Goal 15 - Understand economic systems, with an emphasis on the United States.

Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.

Goal 18 - Understand social systems, with an emphasis on the United States.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

15A

15B

15C

16A

16C

Chapter 24-The

Silk Road

Timeline

Challenge 4

I 15A *Increase of productivity through

education, technology, and training

*How consumer demand determines

production in a market economy

RV 15B *Market economy/law of demand

I 15C *Law of supply

RV 15D *Division of labor, imports, exports,

and trade *Consumers and producers

M/D 16A *Illustration of the history of a region

through maps, graphs, charts, and timelines

*Times when significant events from political,

economic, environmental, and social histories

intersected.

I 16C *Capitalism, socialism & communism as

economic systems *Similarities and

differences among economic systems and

institutions in agricultural and industrial

societies

5 days How did the Silk Road affect

technology? What Chinese products

were in demand in Europe? Why did

silk put China in such a good trade

position?

What were China's trade products?

Which geographic features

challenged traders?

How did the Silk Road impact the

spread of Buddhism in China?

Silk Road, trade

routes, mirage,

toga, caravan

Reading notes & activity Processing #24

play game then

write summary.

Timeline Challenge

LG p. 774-775 LG pp. 478-497

LG p.498-499

Career Connections: metal worker, stock broker, businessman (small and big companies), writer, inventor

Copying this document is prohibited without written permission from Cicero School District 99. 11

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE

The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:

ILS Lesson Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested Summative

AssessmentsSuggested

AccommodationsResources/Activities

Goal 14 - Understand political systems, with an emphasis on the United States.

Goal 15 - Understand economic systems, with an emphasis on the United States.

Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.

Goal 18 - Understand social systems, with an emphasis on the United States.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

16E

17D

Geography

Challenge 5

I 16E * Effects on environment resulting from

different groups fighting for the same land

I 17D *The influence of historical events and

physical features on migration

2 days What are the connections between

geography and the development of

city-states in the Aegean region?

How did the rivalry over farmland

lead to wars?

How did the geography of Greece

lead to Greek colonization in the

Mediterranean area?

peninsula,

isolated, colonies,

colonists,

merchant

Geography Challenge LG p. 776-777 LG 502-505

14B

14C

16B

Chapter 26-The

Rise of Democracy

D 14B *Roles and responsibilities of top

officials

RV 14C*Civic responsibilities and political

rights

I 16B * Political figures and significant

events/ideas that may have led to the

development of the representative democracy

*Compare/contrast different political systems

3 days What were the differences in the role

of a king, a tyrant, an oligarch, an

elected leader?

What were the political rights

afforded to citizens under each form

of government? How did earlier

forms of government lead to the rise

of democracy in Athens?

city-states,

monarchy,

oligarchy, tyranny,

democracy,

aristocrat,

monarch,

oligarch, tyrant,

assembly

Reading notes Processing & Q#1-

7

LG p. 778-779 LG pp. 526-537

16D Chapter 27-Life in

Two City-States

Athens and Sparta

D 16D *Issues of social status and social roles

in past and present *Turning points in world

social history (e.g., religious movements,

demographic disasters, migration etc.) *Daily

life of men, women, and children

4 days How did the lives of people differ in

Athens and Sparta?

Peloponnesus,

agora, priestess,

helots, barracks

Reading notes Q#8 LG p. 780-781 LG p. 538-569

UNIT 5 - ANCIENT GREECE

Copying this document is prohibited without written permission from Cicero School District 99. 12

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE

The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:

ILS Lesson Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested Summative

AssessmentsSuggested

AccommodationsResources/Activities

Goal 14 - Understand political systems, with an emphasis on the United States.

Goal 15 - Understand economic systems, with an emphasis on the United States.

Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.

Goal 18 - Understand social systems, with an emphasis on the United States.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

16A

17D

Chapter 28-

Fighting the

Persian Wars

M 16A*Illustration of the history of a region

through maps, graphs, charts, and timelines

*Times when significant events from political,

economic, environmental, and social histories

intersected.

D 17D *The influence of historical events and

physical features on migration

2 days How was the Persian Empire founded

and expanded? What caused the

Persian Wars and what were the

results?

Persian Empire,

allies, cavalry,

Hellespont

Activity using Ancient

Greece module

Processing 28 LG p. 782-783 LG p. 570-591

18A Chapter 29-The

Golden Age of

Athens

R 18A *Comparison of cultural characteristics

as reflected in language, literature, the arts,

traditions, and institutions

4 days What were the important

achievements of Athens in

architecture, sculpture, and drama?

What influence did Greek

achievements have on modern

western culture?

acropolis,

Parthenon,

mythology, frieze,

pediments,

metopes, drama,

philosophy

Activity Summarize

learning from

stations

LG p. 784-785 LG p. 592-629

16A Chapter 30-

Alexander the

Great and His

Empire

M 16A *Illustration of the history of a region

through maps, graphs, charts, and timelines

*Times when significant events from political,

economic, environmental, and social histories

intersected.

2 days What were the roles of Athens and

Sparta in the Peloponnesian War?

What impact did Alexander's love of

Greek culture have on the Western

world?

Macedonia, ally United Streaming

"Alexander the Great"

video incl. black line

masters

Processing LG p. 786-787 LG p. 630-647

Copying this document is prohibited without written permission from Cicero School District 99. 13

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE

The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:

ILS Lesson Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested Summative

AssessmentsSuggested

AccommodationsResources/Activities

Goal 14 - Understand political systems, with an emphasis on the United States.

Goal 15 - Understand economic systems, with an emphasis on the United States.

Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.

Goal 18 - Understand social systems, with an emphasis on the United States.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

14E

16B

Chapter 31-The

Legacy of Ancient

Greece

Timeline

Challenge 5

I 14E *Indentifying political traditions or

customs that originated in another country

I 16B * Political figures and significant

events/ideas that may have led to the

development of the representative democracy

*Compare/contrast different political systems

6 days What were the Greek contributions

to modern language, literature,

medicine, math, and science?

Which political practices of our

democracy came from the Greeks?

geometry,

astronomy,

longitude,

latitude,

Pentathlon

Timeline Challenge 5 Q#9 LG p. 788-789 LG pp. 648-665

LG p.666-667

Career Connections: government official, mythologist, doctor, mathematician, writer

Copying this document is prohibited without written permission from Cicero School District 99. 14

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE

The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:

ILS Lesson Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested Summative

AssessmentsSuggested

AccommodationsResources/Activities

Goal 14 - Understand political systems, with an emphasis on the United States.

Goal 15 - Understand economic systems, with an emphasis on the United States.

Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.

Goal 18 - Understand social systems, with an emphasis on the United States.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

16A

18A

Chapter 32-

Geography and

the Early

Development of

Rome

Geography

Challenge 6

M 16A*Illustration of the history of a region

through maps, graphs, charts, and timelines

*Times when significant events from political,

economic, environmental, and social histories

intersected.

RV 18A *Comparison of cultural characteristics

as reflected in language, literature, the arts,

traditions, and institutions

3 days What are some important geographic

of the Roman Empire?

Why was Rome ideally located to

control a large empire? What are

some ways in which Roman

civilization was influenced by Greek

and Etruscan cultures?

Etruscans, Latins,

cuniculus,

gladiator,

Parthenon,

chariot, ostrakon

Geography Challenge 6.

Activity & reading notes

Assessment #9 LG p. 790-791 LG 670-673

LG p. 674-683

14B

14E

14F

16D

Chapter 33-The

Rise of the Roman

Empire

D 14B *Roles and responsibilities of top

officials

I 14E *Indentifying political traditions or

customs that originated in another country

I 14F *Conflicts that occurred when people

fought for rights, freedoms, or equality

D 16D *Issues of social status and social roles

in past and present *Turning points in world

social history (e.g., religious movements,

demographic disasters, migration etc.) *Daily

life of men, women, and children

3 days What were the differences between

Patricians and Plebeians? How did

the republic emerge as a form of

government? How were political

rights earned by Plebeians?

republic,

patricians,

plebeians, Senate,

consul, tribune,

veto, constitution

Reading notes Assessment #1-8 LG p. 792-793 LG pp 684-695

UNIT 6 - ANCIENT ROME

Copying this document is prohibited without written permission from Cicero School District 99. 15

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE

The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:

ILS Lesson Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested Summative

AssessmentsSuggested

AccommodationsResources/Activities

Goal 14 - Understand political systems, with an emphasis on the United States.

Goal 15 - Understand economic systems, with an emphasis on the United States.

Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.

Goal 18 - Understand social systems, with an emphasis on the United States.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

14B

16A

Chapter 34-From

Republic to

Empire

D 14B *Roles and responsibilities of top

officials

M 16A*Illustration of the history of a region

through maps, graphs, charts, and timelines

*Times when significant events from political,

economic, environmental, and social histories

intersected.

3 days What was the influence of

Cincinnatus, Julius Caesar, and

Augustus on Rome's transition from

Republic to Empire?

What were the political and

geographic reasons for the expansion

of the empire?

expansion, civil

war, Punic Wars

Reading notes Group Columns LG p. 794-795 LG pp. 696-711

16D Chapter 35-Daily

Life in the Roman

Empire

M 16D *Issues of social status and social roles

in past and present

*Turning points in world social history (e.g.,

religious movements, demographic disasters,

migration etc.) *Daily life of men, women, in

children

4 days What were eight aspects of daily life

in the Roman Empire? What are

some key differences between life in

Ancient Rome and contemporary life

in the United States?

forum,

paterfamilias,

thermopolia,

atrium, stylus,

villa

Activity & reading notes #9 Assessment LG p. 796-797 LG p. 712-733

16D Chapter 36-The

Origins and

Spread of

Christianity

M 16D *Issues of social status and social roles

in past and present

*Turning points in world social history (e.g.,

religious movements, demographic disasters,

migration etc.) *Daily life of men, women, and

children

3 days How did Christianity develop and

spread throughout the empire?

Why did authorities view Christianity

as a threat? What was Rome's role in

preserving and transmitting

Christianity?

Christianity,

prefect, Messiah,

gospel, evangelist,

baptize, disciple,

parable,

missionary

Bible passages

correlating with

transparencies - whole

group

Assessment #9 LG p. 798-799 LG p. 734-747

Copying this document is prohibited without written permission from Cicero School District 99. 16

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE

The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:

ILS Lesson Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested Summative

AssessmentsSuggested

AccommodationsResources/Activities

Goal 14 - Understand political systems, with an emphasis on the United States.

Goal 15 - Understand economic systems, with an emphasis on the United States.

Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.

Goal 18 - Understand social systems, with an emphasis on the United States.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

14A

16D

18A

Chapter 37-The

Legacy of Rome in

the Modern

World

Timeline

Challenge 6

M 14A *Written rules, laws, codes,

constitution for governments

M 16D *Issues of social status and social roles

in past and present

*Turning points in world social history (e.g.,

religious movements, demographic disasters,

migration etc.) *Daily life of men, women, and

children

RV 18A*Comparison of cultural characteristics

as reflected in language, literature, the arts,

traditions, and institutions

6 days What is the relationship between

Roman law and philosophy and

modern law and philosophy?

How did engineering achievements in

science, technology, architecture

become incorporated in modern life?

How did the internal weakness of the

Empire lead to its fall? What caused

the rise of the Byzantine Empire?

legacy, decline,

political

instability,

frontiers, Greco-

Roman, fresco,

Renaissance,

vault, dome,

Colosseum,

Pantheon,

stoicism

Ancient Rome Module -

Latin activity.

Chapter test.

Timeline Challenge

6

LG p. 800-801 LG p. 748-759

LG p.760-761

Career Connections: lawyer, philosopher, minister, judge, architect

Copying this document is prohibited without written permission from Cicero School District 99. 17

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE

The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:

ILS Lesson Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested Summative

AssessmentsSuggested

AccommodationsResources/Activities

Goal 14 - Understand political systems, with an emphasis on the United States.

Goal 15 - Understand economic systems, with an emphasis on the United States.

Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.

Goal 18 - Understand social systems, with an emphasis on the United States.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

16B

16D

18C

Europe's

Transition to the

Modern World

D 16B* Political figures and significant

events/ideas that may have led to the

development of the representative democracy

*Compare/contrast different political systems

*Feudalism *Development of European nation

states (1200-1500)

M 16D *Issues of social status and social roles

in past and present of Western and non-

Western culture

*Turning points in world social history (e.g.,

religious movements, demographic disasters,

migration etc.) *Daily life of men, women, and

children

I 18C *Differences among subsistence,

preindustrial, industrial, and postindustrial

societies *Changes is social roles resulting

from the transition from a hunter-gatherer

society to a settled society

12 days What events shaped Western

Europe's transition from the Middle-

Ages to the Renaissance?

How did the Black Death affect

Europe? What were the causes of

the rise in trade in commerce?

1.2 Black Death,

middle class,

Hundred Year

War, commerce,

guild, classical

cultures, humanist

1.4 Cathedral,

patron of the arts,

palazzo, florin 3.2

Protestant,

reformation,

schism, ninety-five

theses,

indulgences,

Lutheranism,

Calvinism, counter

reformation,

inquisition

1.2 Activity class notes

1.4 Activity 3.2 Activity

and notes

1.2 Activity T-

Chart 1.4 Flip-

chart 3.2 Student

response p. 191

1.2 ELL- work with

a partner. Student

response p. 21 &

28 to replace

activity notes.

Participate in 'act it

out'. BG - work

with partners. GL-

Write an acrostic

poem describing

the Renaissance.

1.4 ELL-work with

partners. BG -

provide handouts

partially filled in.

GL-research on-

line about

additional

information on one

topic and report

back in some

format

Lesson 1.2, 1.4, 3.2

MODULES

Copying this document is prohibited without written permission from Cicero School District 99. 18

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE

The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:

ILS Lesson Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested Summative

AssessmentsSuggested

AccommodationsResources/Activities

Goal 14 - Understand political systems, with an emphasis on the United States.

Goal 15 - Understand economic systems, with an emphasis on the United States.

Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.

Goal 18 - Understand social systems, with an emphasis on the United States.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

16A

18B

Modern Middle

East

M 16A *Illustration of the history of a region

through maps, graphs, charts, and timelines

*Times when significant events from political,

economic, environmental, and social histories

intersected

RV 18B *Roles and interactions of individuals,

groups, institutions in the society

10 days What were the significant political

and social events in the Middle East

from the ancient Egyptian period

through the end of the Ottoman

Empire?

What were some ways that the rise

of Judaism, Christianity, and Islam

affected the history of the Middle

East?

1.2 Islam, Muslim,

Muhammad,

Mogen David,

Qur'an, Mosque,

Sunni, Shi'I,

Shabbat, Yum

Kippur, Kosher 1.3

Muslim Ottoman

Turks, Byzantine

Empire, Ottoman

Empire, Crusades

1.2 Activity and activity

notes 1.3 Mapping on

student handout 1.3A

1.2 student

handout 1.2D

Venn diagram 1.3

Timeline 1.3B

1.2 ELL & BG-

eliminate the

comparison

chart and use

only the Venn

diagram. GL-

work as a group

to make a

poster. 1.3 ELL&

BG-give students

handouts with

descriptions

already

attached, they

attach period

titles.

Lesson 1.2, 1.3

Copying this document is prohibited without written permission from Cicero School District 99. 19

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE

The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:

ILS Lesson Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested Summative

AssessmentsSuggested

AccommodationsResources/Activities

Goal 14 - Understand political systems, with an emphasis on the United States.

Goal 15 - Understand economic systems, with an emphasis on the United States.

Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.

Goal 18 - Understand social systems, with an emphasis on the United States.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner

14B

14F

16C

The Rise and Fall

of Soviet Union

D 14B *Roles and responsibilities of top

officials

I 14F *Conflicts that occurred when people

fought for rights, freedoms, or equality

I 16C *Capitalism, socialism & communism as

economic systems *Similarities and differences

among economic systems and institutions in

agricultural and industrial societies

2 weeks What is Marxist theory regarding the

distribution of wealth? What was the

roll in Tsar in Russia?

What were the causes of the Russian

Revolution?

1.3 Marxist

theory, capitalism,

socialism, class

struggle 1.4 Tsar,

Bloody Sunday,

First Soviets,

Duma, Provisional

government,

abdicate, civil war

1.3 Observing the activity

1.4 Discussion during

visual discovery

1.3 Idea for

student response

p. 139 1.4 Act it

out

1.3 ELL & BG - class

notes idea p. 39.

GL- student

response p. 39 1.4

ELL & BG -

participate in 'act it

out'

GL - Make a poster

persuading Russian

people to believe

Bolshevik ideas.

Lesson 1.3, 1.4

17B Modern Latin

America

I 17B *Factors that create differences between

ecosystems7 days What are some important

physiographic features of Latin

America?

1.1 Mestizo,

Mulatto

1.1 Student handout

1.1A student responses

to images of Latin

America

1.1 One sentence

statement on the

back of handout;

based on these

images what have

you learned about

Latin America

diversity?

ELL & BG - work

in pairs &

lengthen the

time parameters

for responses. GL

- picture and

word collage

showing Latin-

American

diversity

Lesson 1.1

Career Connections: museum guide, translator or interpreter from each of the countries listed above

Copying this document is prohibited without written permission from Cicero School District 99. 20


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